Open Access Graduate Research Paper
The effects of teacher prompting of eight third grade students who participated in the Links program were investigated. Reading Recovery-type prompts were used to help students over time independently use a balance of the three cueing systems (meaning, structural, graphophonic) as they read new texts in a Reader's Workshop-type setting. The prompting of the students occurred at four points : a) when they indicated they need help; b) at the end of a page; c) as the page was being turned; and d) after the entire text was read. Results indicated that the students were able to use reading strategies independently on more difficult texts after 6 months of participating in the Links program.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Division of Reading and Language Arts
Penny L. Beed
1 PDF file (51 leaves)
©1996 Deborah S. Little
Little, Deborah S., "To prompt or not to prompt: Prompting students at critical points in their reading" (1996). Graduate Research Papers. 2793.